Modifiable Factors for Being Frequently Bullied in U.S. Elementary Schools

• In Event: Friends, Enemies, and Bullies: Peer Relationships in School

Abstract

We examined modifiable factors that predict kindergarten children’s risks for frequent verbal, social, reputational, and/or physical bullying during the upper elementary grades. We analyzed a population-based sample of 11,780 children. Kindergarten children displaying externalizing problem behaviors were at consistently higher risk for being frequently bullied by the upper elementary grades (verbal odds ratio [OR] = 1.82, social OR = 1.60, reputational OR = 1.85, physical OR = 1.67, total OR = 1.93). Children displaying greater academic achievement, internalizing problem behaviors, and behavioral self-regulation were at lower risk.

Authors

• Paul L. Morgan, The Pennsylvania State University

• Adrienne D. Woods, The Pennsylvania State University

• Yangyang Wang, The Pennsylvania State University

• George Farkas, University of California - Irvine

• Yoonkyung Oh, University of Texas - Health Science Center at Houston

• Marianne Hillemeier, The Pennsylvania State University

• Cynthia Mitchell, The Pennsylvania State University